North CarolinaOccupational Course of Study: Aligning

Career Preparation with State Standards

North CarolinaOccupational Course of Study: Aligning

Career Preparation with State Standards

Freda M. LeeFreda M. Lee

Exceptional Children DivisionExceptional Children Division

Curriculum and School Reform ServicesCurriculum and School Reform Services

North Carolina Department of PublicNorth Carolina Department of PublicInstructionInstruction

20052005

Climate for ChangeClimate for Change

Systems Change Transition Grant (1992 Systems Change Transition Grant (1992 –– 1997) 1997)operated between education and VRoperated between education and VR

Statewide training- 9,000+ stakeholdersStatewide training- 9,000+ stakeholders 8 Pilot TA Sites- TASSEL program was developed by one site8 Pilot TA Sites- TASSEL program was developed by one site

and sharedand shared Piloted Employment Training SpecialistsPiloted Employment Training Specialists

Position (VR)Position (VR) Parent trainingParent training N.C. State Transition ManualN.C. State Transition Manual Statewide Celebration ConferenceStatewide Celebration Conference Mini Grants ($1,000) to establish interagencyMini Grants ($1,000) to establish interagency

transition teamstransition teamsNCDPI

Climate for Change AABBCCs Accountability Programs Accountability Program CTE raising standards, resulting in lessCTE raising standards, resulting in less

““hands-onhands-on”” courses offered by high schools courses offered by high schools Lack of widespread CBT for studentsLack of widespread CBT for students Continuing drop-out issue for students beingContinuing drop-out issue for students being

served in special education programsserved in special education programs Adoption of modified version of the Adoption of modified version of the TASSELTASSEL

model by the state of Alabama and adoptionmodel by the state of Alabama and adoptionof of TASSELTASSEL within the state of North Carolina within the state of North Carolinaby multiple school systems.by multiple school systems.

Good collaboration with state and local VRGood collaboration with state and local VR

The Development of the OCS ABCs-(High StakesABCs-(High Stakes

AccountabilityAccountabilityProgram),1996Program),1996

SBE Ad Hoc DiplomaSBE Ad Hoc DiplomaCommittee,1999Committee,1999

SBE Concept ApprovalSBE Concept Approval19991999

Curriculum WritingCurriculum WritingTeams, 1999- 2001Teams, 1999- 2001

Reviewed by internalReviewed by internaland external contentand external contentexpertsexperts

RevisionRevision

Reviewed at schoolReviewed at schoolsystem level bysystem level byteachersteachers

Statewide RegionalStatewide RegionalTransition InputTransition InputMeetingsMeetings

Curriculum RevisionCurriculum Revision InformationalInformational

Presentation to SBEPresentation to SBE4/20004/2000

SBE Approval 5/2000 ofSBE Approval 5/2000 offirst 11 coursesfirst 11 courses

Approval of scienceApproval of sciencecourses 2001courses 2001

Social Studies PendingSocial Studies Pending

No Child Left Behindand the

Occupational Course of Study

Currently completing additional EOCCurrently completing additional EOCperformance assessments to meet federalperformance assessments to meet federaltesting guidelines ( science, social studies)testing guidelines ( science, social studies)

Curriculum framework meets NCLB Curriculum framework meets NCLBcompliance in regards to students countingcompliance in regards to students countingas graduatesas graduates

All OCS teachers must meet NCLB All OCS teachers must meet NCLB ““highlyhighlyqualifiedqualified”” standards for high school content standards for high school contentarea teachersarea teachers

The Occupational Course ofStudy … Is a transition-focused curriculumIs a transition-focused curriculum

framework that includes extensiveframework that includes extensivecareer preparationcareer preparation

Promotes community inclusionPromotes community inclusion

Teaches self-determinationTeaches self-determination

Is appropriate for a small group ofIs appropriate for a small group ofstudents with disabilitiesstudents with disabilities

Pathways to a NorthCarolina High DiplomaPathways to a NorthCarolina High Diploma

•Career Course of Study•College Tech Prep Course of Study•College/University Prep Course of Study•Occupational Course of Study

North Carolina High SchoolExit Documents

High School DiplomaHigh School Diploma

Certificate of AchievementCertificate of Achievement

Graduation CertificateGraduation Certificate

Alignment

NC StandardNC StandardCourse of StudyCourse of Study

School-To-WorkSchool-To-WorkOpportunities ActOpportunities Act(JobReady)(JobReady)

SCANS SkillsSCANS Skills Elements of WorkElements of Work

EthicEthic Career EducationCareer Education

Assumptions Vocational assessment is important to career decision-Vocational assessment is important to career decision-

making.making. Experiential hands-on learning is an important need forExperiential hands-on learning is an important need for

students for with disabilities.students for with disabilities. Self-Determination is vital to successful transitionSelf-Determination is vital to successful transition

planning and the obtainment of competitive employment.planning and the obtainment of competitive employment. The application of functional academics to work settingsThe application of functional academics to work settings

is important to future career success.is important to future career success. Interagency cooperation is needed for successful careerInteragency cooperation is needed for successful career

development.development. Students should spend increasing amounts of time in theStudents should spend increasing amounts of time in the

community as they approach graduation.community as they approach graduation. Students who have paid work experience prior toStudents who have paid work experience prior to

graduation are more likely to obtain paid employmentgraduation are more likely to obtain paid employmentafter graduationafter graduation..

What Are the Benefits of theOccupational Course of Study?

Meets all transition requirements of IDEA andMeets all transition requirements of IDEA andNCLBNCLB

Provides applied academic curriculumProvides applied academic curriculummatched to post-school goal of employmentmatched to post-school goal of employment

Provides opportunity to obtain a standardProvides opportunity to obtain a standardhigh school diplomahigh school diploma

Provides multiple vocational training optionsProvides multiple vocational training optionsand paid competitive employment.and paid competitive employment.

Decreases drop-out rate and behaviorDecreases drop-out rate and behaviorproblemsproblems

Emphasizes self-determinationEmphasizes self-determination

What are some of the possiblecharacteristics of students for whom theOCS might be appropriate?

Severe deficits in reading and math and possibly other areas (e.g.Severe deficits in reading and math and possibly other areas (e.g.communication skills).communication skills).

Below average social skills and/or immaturity.Below average social skills and/or immaturity. Lack of experience in making decisions, setting goals, and self-Lack of experience in making decisions, setting goals, and self-

advocacy.advocacy. Learning style that require a Learning style that require a ““do it to learn itdo it to learn it”” instructional approach. instructional approach. Difficulty in generalization of skills or in making connections betweenDifficulty in generalization of skills or in making connections between

what is learned in class and present and future goals.what is learned in class and present and future goals. A history of behavioral, attitudinal or attendance issues.A history of behavioral, attitudinal or attendance issues. May have disabilities in addition to cognitive disabilities (e.g. visual,May have disabilities in addition to cognitive disabilities (e.g. visual,

hearing, physical, emotional, medical).hearing, physical, emotional, medical).

IEP Team Considerations WhenWhen Assisting Student with Courseof Study Selection

Desires of the Desires of the studentstudent and andparentparent

Previous success withPrevious success withaccommodations,accommodations,modifications andmodifications andsupplemental aids andsupplemental aids andservices in the standardservices in the standardcourse of studycourse of study

Match between studentMatch between studentabilities and the variousabilities and the variouspathways to a high schoolpathways to a high schooldiplomadiploma

StudentStudent’’s post-school goalss post-school goalsin the transition domainsin the transition domains

Learning style of the studentLearning style of the student

Recommendations of formerRecommendations of formerteachersteachers

Drop-out riskDrop-out risk

Main Components of the OCS

StudentStudent and parent and parentinvolvementinvolvement

Self-DeterminationSelf-Determination Applied AcademicApplied Academic

CurriculumCurriculum School-Based learningSchool-Based learning

activitiesactivities Career Technical EducationCareer Technical Education Community Work-BasedCommunity Work-Based

learning activitieslearning activities Competitive EmploymentCompetitive Employment

Computer ProficiencyComputer Proficiency

Career PortfolioCareer Portfolio

Occupational Course of StudyCurriculum Framework

English: Occupational English I-II-III-IVEnglish: Occupational English I-II-III-IV Math: Occupational Math I-II-IIIMath: Occupational Math I-II-III Science: Life Skills Science I-IIScience: Life Skills Science I-II Social Studies: Government/US History and Self-Social Studies: Government/US History and Self-

Advocacy/Problem-SolvingAdvocacy/Problem-Solving Occupational Preparation I-II-III-IVOccupational Preparation I-II-III-IV Career/Technical Career/Technical –– 4 credits (recommended in same 4 credits (recommended in same

career pathway)career pathway) Health/PE (1 credit)Health/PE (1 credit) Arts Arts –– not required but recommended not required but recommended Electives Electives –– Number varies by local LEA Number varies by local LEA

Additional OCS Requirements

300 school-based vocational training hours300 school-based vocational training hours

240 work-based vocational training hours240 work-based vocational training hours

360 competitive employment hours360 competitive employment hours

Career PortfolioCareer Portfolio

Completion of IEP ObjectivesCompletion of IEP Objectives

Computer Proficiency as specified in the IEPComputer Proficiency as specified in the IEP

School-Based Training Activities (300 hours) Vocational Assessment

Activities School-Based Enterprises Student-Operated Small

Businesses On-Campus Jobs Vocational Organizations and

Job Clubs Leadership in School-

Sponsored CommunityService Projects (e.g. BloodMobile, Food Drive)

Job Fairs

Mock Interviews by LocalEmployers

Work-Based Training Activities (240 hours) Community-Based Training

(enclaves, mobile workcrews)

Situational Assessment Paid and Non-Paid

Internships (WIA or CTE) Job Shadowing Apprenticeships Co-Op programs Industry Tours Interviews of Local

Employers

Part-Time Employment

Legitimate VolunteerExperiences

Community ServiceProjects/Volunteerism

Competitive Employment(360 Hours)

Successfully obtains and maintains acompetitive employment position in anintegrated community setting at or aboveminimum wage (with or without supportedemployment) in chosen career pathway.

Synthesizes and applies all skill areaslearned through the OCS to obtain andmaintain competitive employment.

Career Portfolio

Personal Contact InformationPersonal Contact Information

Relevant EducationalRelevant EducationalInformationInformation

Employment InformationEmployment Information

ReferencesReferences

ResumeResume

CTE CoursesCTE Courses

Extracurricular andExtracurricular andCommunity ParticipationCommunity Participation

On-Campus and Off-CampusOn-Campus and Off-CampusTrainingTraining

Competitive EmploymentCompetitive Employment Work Evaluation SummariesWork Evaluation Summaries Medical InformationMedical Information Financial/Tax InformationFinancial/Tax Information Vocational AssessmentsVocational Assessments

Note: Students decide what isNote: Students decide what isshared with employers.shared with employers.

Computer Proficiency

The IEP Team must determine the level of computer proficiencyThe IEP Team must determine the level of computer proficiencyappropriate for each student enrolled in the OCS.appropriate for each student enrolled in the OCS.

The standard for computer proficiency should be set as high as isThe standard for computer proficiency should be set as high as isreasonable for a student based on ability and post-school goals.reasonable for a student based on ability and post-school goals.

Computer proficiency should match a studentComputer proficiency should match a student’’s needs (e.g. assistives needs (e.g. assistivetechnology)technology)

The IEP Team should have a The IEP Team should have a ““standardstandard”” procedure for this process. procedure for this process.

Documentation should reflect student progress toward theirDocumentation should reflect student progress toward theirindividualized computer proficiency requirements.individualized computer proficiency requirements.

Challenges and Opportunities for Growth Counseling of studentsCounseling of students

Teacher/administrator trainingTeacher/administrator training

Fiscal resourcesFiscal resources

Interagency collaborationInteragency collaboration

Transportation issuesTransportation issues

CommunicationCommunication

Questions?